psych3

1. 1Classical Conditioning is:

   1. AType of learning in which a neutral stimulus comes to bring about a response after it is paired with a stimulus that naturally brings about that response.
   2. BType of learning in which a positive stimulus comes to bring about a response after it is paired with a meaning that naturally brings about that response.
   3. CType of learning in which a neutral activity comes to bring about a conditioning after it is paired with a stimulus that results in new connnections.
2. 2[blank_start]NEUTRAL[blank_end] stimulus = before conditioning, does not naturally bring about the response of interest
   [blank_start]UNCONDITIONED[blank_end] stimulus = brings about a response without having been learned

   1. ANEUTRAL
   2. BUNCONDITIONED
3. 3Stimulus generalization:
   

   1. AOccurs when a conditioned response follows a stimulus that is similar to the original conditioned stimulus
   2. BOccurs when a conditioned response follows a stimulus that is not similar to the original event
4. 4Stimulus discrimination:
   Learned ability to respond differently to similar stimuli

   1. ARichtig
   2. BFalsch
5. 5Operant Conditioning:
   

   1. ALearning in which a voluntary response is strengthened or weakened, depending on its favourable or unfavourable consequences
   2. BLearning in which a voluntary response is weakened, depending on its unfavourable consequences
   3. CLearning in which a voluntary response is weakened, depending on its favourable consequences
6. 6horndike’s Law of effect:
   Responses that lead to satisfying consequences are more likely to be repeated, and responses followed by negative outcomes are less likely to be repeated

   1. ARichtig
   2. BFalsch
7. 7[blank_start]Reinforcer[blank_end] = Any stimulus that increases the probability that a behaviour will occur again.
   [blank_start]Reinforcement[blank_end] = Any process that increases the probability that a particular behaviour will occur again.

   1. AReinforcer
   2. BReinforcement
8. 8[blank_start]Primary[blank_end] Reinforcer: Satisfies some biological need, regardless of a person’s prior experience.
   [blank_start]Secondary[blank_end] Reinforcer: A stimulus that becomes reinforcing because of its association with a primary reinforcement.

   1. APrimary
   2. BSecondary
9. 9Positive Reinforcement:
   

   1. AA stimulus added to the environment that brings about an increase in a preceding response and
      a reward
   2. BA stimulus added to the environment that brings about an decrease in a proceeding response and
      a reward
   3. CA stimulus added to the environment that brings about an increase in a preceding response.
10. 10[blank_start]Punishment[blank_end]: Stimulus that decreases the probability that a prior behaviour will occur again.
    [blank_start]Positive[blank_end] punishment: application of an unpleasant stimulus.
    [blank_start]Negative[blank_end] punishment: removal of something pleasant.

    1. APunishment
    2. BPositive
    3. CNegative

11. 11[blank_start]Continuous[blank_end] reinforcement: Behaviour that is reinforced every time it occurs.
    [blank_start]Partial[blank_end] reinforcement: Behaviour that is reinforced some but not all of the time.

    1. AContinuous
    2. BPartial
12. 12Fixed-ratio schedule:
    Reinforcement is given only after a certain number of responses.

    1. ARichtig
    2. BFalsch
13. 13Variable-ratio schedule:
    Reinforcement occurs after a varying number of responses rather than after a fixed number.

    1. ARichtig
    2. BFalsch
14. 14Fixed-interval schedule:
    Provides reinforcement for a response only if a fixed time period has elapsed, overall rates of response are relatively low.

    1. ARichtig
    2. BFalsch
15. 15Variable-interval schedule:
    Time between reinforcements varies around some average rather than being fixed.

    1. ARichtig
    2. BFalsch
16. 16[blank_start]Stimulus Control Training[blank_end]: Behaviour is reinforced in the presence of a specific stimulus, but not in its absence.
    [blank_start]Discriminative Stimulus[blank_end]: discriminate between what will be rewarded and what will not be rewarded.
    [blank_start]Stimulus Generalization[blank_end]: learn to respond to one stimulus and apply it to another.

    1. AStimulus Control Training
    2. BDiscriminative Stimulus
    3. CStimulus Generalization
17. 17Biological constraints:
    Built-in limitations in the ability of animals to learn particular behaviours.

    1. ARichtig
    2. BFalsch
18. 18Latent learning: A new behaviour is learned but not demonstrated until reinforcement is provided for displaying it.

    1. ARichtig
    2. BFalsch
19. 19OBSERVATIONAL LEARNING
    

    1. ALearning through observing the behaviour of another person called a model.
       Studies indicate that watching violence makes one more likely to act aggressively.
    2. BLearning through observing the behaviour of another person called a proactiant.
       Studies indicate that watching violence makes one more likely to act passively.
20. 20Obs Learning 4 steps: pick 4
    
    
    
    

    1. AAttention
    2. BMemory
    3. CImitation
    4. DMotivation
    5. EBehaviour
    6. FActivity
21. 214 Approaches to Intelligence Over Last 80 Years: pick 4

    1. APsychometric Approach
    2. BNeurological Approaches
    3. CDevelopmental Approaches
    4. DInformation-Processing Approaches
    5. EPsychological Approaches
    6. FBehavioral Approaches
22. 221916: Stanford-Binet
    Translated by Lewis Terman at Stanford University into English & introduction of new scoring:
    Intelligence Quotient (IQ) = (Mental Age / Chronological Age) × 100

    1. ARichtig
    2. BFalsch
23. 23David Wechsler’s Scale:
    Assisted in administration of Army Alpha & Beta Tests to WWI recruits, was unsatisfied with the Stanford-Binet for adults
    Full Scale IQ = an equal weighting of verbal and performance (argues no g)

    1. ARichtig
    2. BFalsch
24. 24IQ Scale:
    130+ Very Superior
    120-129 Superior
    110-119 High Average
    90-109 Average
    80-89 Low Average
    70-79 Borderline
    69 and below Mentally Retarded

    1. ARichtig
    2. BFalsch
25. 25Low IQ is < 70

    1. ARichtig
    2. BFalsch
26. 26High IQ is > 130

    1. ARichtig
    2. BFalsch
27. 27Intelligence is: pick 3

    1. ADifficult and controversial to define
    2. BNo actual basis in concrete, objective, and physical reality
    3. CLike other psychological constructs, we know it by its effects
    4. DIs defined by IQ
28. 28Terman (1916):
    Ability to do abstract thinking

    1. ARichtig
    2. BFalsch
29. 29Wechsler (1958)
    “…ability to act purposefully, think rationally, and deal effectively with the environment”
    
    

    1. ARichtig
    2. BFalsch
30. 30Boring (1923):
    Intelligence is “whatever is measured by an intelligence test” (p. 116)
    

    1. ARichtig
    2. BFalsch
31. 31Sternberg (1999):
    Deemphasizes role of cognitive skill, emphasizes fit with environment
    

    1. ARichtig
    2. BFalsch
32. 32Commonalities in Definitions for intelligence are: pick 5

    1. AAbstract thinking
    2. BLearn from experience
    3. CSolving problems through insight
    4. DAdjusting to new situations
    5. EFocusing and sustaining one’s abilities to achieve a desired goal
    6. FLearning from others
    7. GCopying thought patterns of previous work
33. 33[blank_start]Psychometric Approach[blank_end] = Intelligence is a construct which can be measured to reveal individual differences
    [blank_start]Thurstone (1938)[blank_end] = Intelligence can be seen as 7 separate and specific abilities (i.e., unrelated
    [blank_start]Guilford (1955)[blank_end] = Proposed that intelligence comprises 120 elementary abilities, each of which involves the action of a mental operation upon some sort of content
    [blank_start]Gardner’s (1983) 7[blank_end] = Based largely on naturalistic assessments (i.e., classroom observation
    

    1. APsychometric Approach
    2. BThurstone (1938)
    3. CGuilford (1955)
    4. DGardner’s (1983) 7
34. 34Define intelligence 3 methods: pick 3

    1. AGeneral mental ability
    2. BAcademic ability
    3. CScholastic aptitude
    4. DProcessing speed ability
    5. EMental capacity
35. 35Spearman’s “g” Factor : Two Factor Model
    
    [blank_start]g[blank_end] factor = general factor of intelligence common to all types of intellectual activity
    [blank_start]s[blank_end] factor = specific factor which are unique to particular problems
    

    1. Ag
    2. Bs
36. 36Thurstone’s Magnificent 7
    1. Verbal ability
    2. Verbal fluency
    3. Numerical ability
    4. Spatial ability
    5. Perceptual ability
    6. Inductive reasoning
    7. Memory

    1. ARichtig
    2. BFalsch
37. 37Gardner’s 7:
    1. Linguistic
    2. Logical-mathematical
    3. Spatial = Ability to visualize and mentally rotate stimuli
    4. Musical = musical talent, e.g., creative
    5. Bodily-kinesthetic = Bodily smart, e.g., athletics, dance
    6. Interpersonal = People smart, e.g., empathy
    7. Intrapersonal = Self smart, e.g., introspective insight
    

    1. ARichtig
    2. BFalsch
38. 38Cattell’s 2 Intelligences (crystallized, fluid)
    [blank_start]Fluid[blank_end] = innate; enables a person to solve new problems and perceive relations, similarities, and parallels
    [blank_start]Crystallized[blank_end] = learned; accumulated knowledge from exposure of fluid intelligence to environment & life lessons

    1. AFluid
    2. BCrystallized
39. 39Piaget’s Generalizations:
    

    1. AMental growth follows definite, nonrandom patterns
       Corresponding development in cognitive structures and abilities
       Mental growth is done in late teens
    2. BMental growth follows definite, random patterns
       Corresponding development in cognitive structures and abilities
    3. CMental growth follows random patterns
       Corresponding development in cognitive structures and abilities
       Mental growth is done in early ages
40. 40Sternberg
    Emphasizes that intelligence is purposeful, goal oriented, and relevant

    1. ARichtig
    2. BFalsch
41. 411905: Binet-Simon:
    30-item Binet-Simon Intelligence Scale
    Score were in Mental Age = the age at which a child is performing intellectually

    1. ARichtig
    2. BFalsch
42. 42What are some of the problems with early intelligence tests?

    1. Atest bias
    2. Brely heavily on words, language, and other skills that members of minorities are much less likely to possess
    3. Ctests tap knowledge rather than specific ability
    4. DNot enough is tested to provide accurate intelligence reading
    5. ETesting done is centered around memorization
43. 43[blank_start]Motive[blank_end] = need, want, desire that leads to (definable, coherent [& measurable]) goaldirected behavior
    [blank_start]Motivation[blank_end] = the process of starting, directing, & maintaining physical, & psychological activities

    1. AMotive
    2. BMotivation
    3. CDe-motivation
44. 44[blank_start]Drive[blank_end] = an internal state that arises in response to a disequilibrium (= imbalance of an internal state) in an animal's physiological needs
    [blank_start]Drive theories[blank_end] = hold that motivation is based in internal states of tension that motivate an organism to engage in activities that should reduce this tension
    

    1. ADrive
    2. BDrive theories
    3. Chomeostasis
45. 45Extrinsic vs. Intrinsic motivation = incentivized by external and internal rewards

    1. ARichtig
    2. BFalsch
46. 46The probability of behavior revised to include 3 factors:
    

    1. Athe expectancy of success (reward)
    2. Bthe value of the reward
    3. Csocial norms
    4. DCognitive meaning
    5. EDeep meaning
    6. FExpectancy of compensation
47. 471912, Cannon & Washburn hypothesized hunger was caused from stomach contractions

    1. ARichtig
    2. BFalsch
48. 48In 40s, interest increased in the hypothalamus = brain structure that (we now know) regulates motivated behavior, such as eating & drinking, & homeostasis

    1. ARichtig
    2. BFalsch
49. 492 areas implicated early on, the lateral hypothalamus (LH), in charge of hunger, & the ventromedial nucleus of the hypothalamus (VMH) in charge of satiation

    1. ARichtig
    2. BFalsch
50. 50[blank_start]Glucostatic[blank_end] theory = proposed that fluctuations in blood glucose level are monitored in the brain

    1. AGlucostatic
51. 51[blank_start]Insulin[blank_end] = secreted by pancreas into blood, necessary cells to extract glucose; +
    [blank_start]Ghrelin[blank_end] = secreted in stomach, causes stomach contractions; +hunger
    [blank_start]CKK[blank_end] = secreted in intestines, promotes satiety; hunger
    [blank_start]Leptin[blank_end] = secreted from fat to blood, tells hypothalamus about fat stores; -hunger

    1. AInsulin
    2. BGhrelin
    3. CCKK
    4. DLeptin
52. 52[blank_start]Palatability[blank_end] = the tastier the food, the more we eat
    [blank_start]Availability[blank_end] = the bigger the portion, the more we eat; people usually eat what’s put in front of them
    [blank_start]Variety[blank_end] = more variety, more we eat
    [blank_start]Presence of others[blank_end] = individuals eat 44% more when they eat with other people compared to eating alone
    

    1. APalatability
    2. BAvailability
    3. CVariety
    4. DPresence of others
53. 53Internal Cue Items for hunger:

    1. AI usually stop eating when I start feeling full
       I usually stop eating when I want to leave room for dessert
       If it doesn’t taste good, I’ll still eat it if I am hungry
    2. BI usually stop eating when I start feeling full
       I usually stop eating when I want to save calories
       If it doesn’t taste good, I won't eat it
54. 54External Cue Items for hunger:

    1. AI usually stop eating when I’ve eaten what most think is normal
       I usually stop eating when I run out of a beverage
       I usually stop eating when the TV show I’m watching is over
    2. BI usually stop eating when I’ve eaten what most think is abnormal
       I usually stop eating when I run out of a food
       I usually stop eating when the TV show I’m watching is over
55. 55BMI:
    18.5 - 24.9 = normal
    25 - 29.9 = overweight
    30 - 39.9 = obese
    40 + = morbidly obese
    

    1. ARichtig
    2. BFalsch
56. 56Achievement Motivation
    A desire for significant accomplishments; for mastery of things, people, or ideas; for attaining a high standard

    1. ARichtig
    2. BFalsch
57. 57People who have [blank_start]LOW[blank_end] achievement motivation prefer very easy or very difficult tasks
    People with [blank_start]HIGH[blank_end] achievement motivation prefer moderately difficult tasks

    1. ALOW
    2. BHIGH
58. 58Where does nAch and risk taking come from:
    [blank_start]Emotional[blank_end] factor as parents/peers give positive feedback
    [blank_start]Cognitive[blank_end] factor as children learn to attribute achievement to their own competence – develop expectancy

    1. AEmotional
    2. BCognitive
59. 59What are Emotions?
    Complex patterns of changes, including physiological arousal, feelings, cognitive processes, & behavioral reactions, made in response to a situation perceived to be personally significant

    1. ARichtig
    2. BFalsch
60. 60Cross cultural research showed humans share at least 6 basic emotions:
    Fear
    Sadness
    Happiness
    Anger
    Disgust
    Surprise

    1. ARichtig
    2. BFalsch
61. 613 Parts of Emotional Experience

    1. ACognitive - Subjective conscious experience
    2. BBehavioral - Body language, facial expressions
    3. CPhysiological - Brain activity (limbic system) , Neurotransmitter
    4. DIntellectual - IQ, memory
62. 62Amygdala:

    1. Apart of limbic system, primary role in processing & memory of emotional reactions, particularly fear
    2. Bpart of brain, primary role in processing & memory of events, particularly fear
63. 63Toxoplasmosis = infection that causes rats to lose fear of cats, become attracted to smell of cat urine;

    1. ARichtig
    2. BFalsch
64. 64Hypothalamus = involved in arousal, control of the endocrine system

    1. ARichtig
    2. BFalsch
65. 65Most of psychology has focused on unhappiness, mental illness and weakness rather than happiness, mental health and strength.

    1. ARichtig
    2. BFalsch
66. 66Health psychology =
    

    1. Afield that seeks to determine the importance of psychological factors in illness, prevention & health maintenance
    2. Bfield that seeks to determine the importance of psychological factors in mental stability, prevention & health upkeep
67. 67Health Psychology asks the following questions: pick 4

    1. AHow do emotions and personality factors influence the risk of disease?
    2. BWhat attitudes and behaviors prevent illness and promote health and well-being?
    3. CHow do our perceptions determine stress?
    4. DHow can we reduce or control stress?
    5. EHow does one induce stress?
    6. FWhere does stress originate from?
68. 68Signals of Stress
    Physical
    Emotional
    Behavioral

    1. ARichtig
    2. BFalsch
69. 69Types of Stress
    [blank_start]Eustress[blank_end] =Good Stress
    [blank_start]Distress[blank_end]:  Stress from bad sources

    1. AEustress
    2. BDistress
70. 70Common Causes for stress
    [blank_start]Frustration[blank_end] = when goal is blocked
    [blank_start]Conflict[blank_end] = when 2 or more incompatible motives compete for expression
    [blank_start]Life changes[blank_end] = any noticeable shifts in one’s lifestyle &/or circumstances E.g., marriage, move, illness, death
    [blank_start]Pressure[blank_end] = expectations from self & others to perform

    1. AFrustration
    2. BConflict
    3. CLife changes
    4. DPressure
71. 71Stress responses are multidimensional, including emotional, physiological, & behavioral realms
    

    1. ARichtig
    2. BFalsch
72. 723 Types of Responses to stress:
    [blank_start]Emotional Responses[blank_end] = Annoyance, anger, Anxiety, fear, Dejection, sadness, Positive emotions
    [blank_start]Resistance[blank_end] = physiological changes as coping efforts try to manage the stress
    [blank_start]Exhaustion[blank_end] = when resources to cope with stressor are depleted

    1. AEmotional Responses
    2. BResistance
    3. CExhaustion
73. 73The 2 types of coping stress are:
    
    

    1. AProblem Focussed Coping
    2. BEmotion-focussed Coping
    3. CStress-free Coping
    4. DBehavioral-focussed Coping

Beschreibung

Quiz am psych3, erstellt von Duncan Levings am 23/07/2018.

Autor

Duncan Levings

Sprache

English

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